The purpose of this study is to establish the relationship between stress coping styles and psychological well-being. We examined a sample of 934 university students from the cities of Lima and Huancayo, aged between 16 and 22 years. Participants completed the COPE Inventory and the Ryff’s Psychological Well-Being Scales (PWB), both adapted to the Peruvian context. Results show a direct and significant relation between problem-focused and emotion-focused coping strategies and psychological well-being, whereas other coping strategies obtained a significant but indirect relationship

The purpose of this study is to establish the relationship between stress coping styles and psychological well-being. We examined a sample of 934 university students from the cities of Lima and Huancayo, aged between 16 and 22 years. Participants completed the COPE Inventory and the Ryff’s Psychological Well-Being Scales (PWB), both adapted to the Peruvian context. Results show a direct and significant relation between problem-focused and emotion-focused coping strategies and psychological well-being, whereas other coping strategies obtained a significant but indirect relationship

We report the results of an experimental study with two randomized groups pre and post-test, which seeks to determine the effects of the implementation of an interactive program on the reading comprehension of children in 5th grade in a rural area of the province of Yungay in the Department of Ancash. The analysis of data collected through the Reading Comprehension Test of Linguistic Complexity Progressive (CLP) Alliende, adapted by Delgado and processed with SPSS v. 18, to conclude that the interactive reader used in the experimental group shows a significant increase in reading comprehension scores compared with those obtained by the control group.

We report the results of an experimental study with two randomized groups pre and post-test, which seeks to determine the effects of the implementation of an interactive program on the reading comprehension of children in 5th grade in a rural area of the province of Yungay in the Department of Ancash. The analysis of data collected through the Reading Comprehension Test of Linguistic Complexity Progressive (CLP) Alliende, adapted by Delgado and processed with SPSS v. 18, to conclude that the interactive reader used in the experimental group shows a significant increase in reading comprehension scores compared with those obtained by the control group.